2016 AHEAD Concurrent Sessions & Handouts

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Block 1

#1.1 Creating the New Narrative: Your Role in the Future of Disability Service

Lisa M. Meeks, University of California San Francisco 
Manju Banerjee, Landmark College 
Jen Dugger, Portland State University 
Kevin Johnson, Berklee College of Music 
Elisa Laird-Metke, Samuel Merritt University 
Michelle Rigler, University of Tennessee- Chattanooga
Melanie Thornton, University of Arkansas, CURRENTS
Bill Welsh, Rutgers University

As DS providers, our job descriptions rarely speak to our greater commitment for, and role in, equity and inclusion. New and newer service providers can be inspired to become leaders and change agents by beginning the conference with an instructive and motivational discussion around these larger roles. Following a “Call to the Field," a panel of respected DS leaders will share their thoughts on entering disability services in a reflective, what-I-wish-I-knew-then format, touching on topics such as advocacy, policy, partnerships, diversity, leadership, and creating your dream career.

#1.2 “There’s an App for That!” What’s New!

Deanna Arbuckle, University of Dayton

iPhone and Androids! Laptops, Tables, Cell Phones & Watches! Students are using more and more technology to aid in their learning. As you continue to work with students, it may be helpful to have some key apps you can recommend. We may also need to support faculty! This presentation will identify some key apps for both teaching and learning.

#1.3 Relaxation Station: Unique and Effective Methods for Coping with Postsecondary Stress

Terra Beethe, Bellevue University
Kristie Orr, Texas A&M University
Katheryne Staeger-Wilson, Missouri Developmental Disabilities Council
Chester Goad, Tennessee Technological University

Life in a post-secondary environment can be incredibly stressful. It’s important as disability professionals to stay on top of our game. Come join us for ways to cope, manage, and eliminate stressors in your world. Presenters will share varied methods (spiritual, physical, emotional/mental wellbeing, and creativity) that help them avoid burnout. Session will be interactive and audience participation is encouraged!

#1.4 OCR Year in Review

Karen Mines, Chief Attorney, U.S. Department of Education, Office for Civil Rights, Chicago Office
Dan Altschul, Senior Civil Rights Attorney, U.S. Department of Education, Office for Civil Rights, Chicago Office

The Office for Civil Rights ensures equal access to education and promotes educational excellence through active enforcement of federal civil rights laws. OCR assists individuals with disabilities facing discrimination and guides advocates and institutions in developing systemic solutions to civil rights problems by investigating complaints, initiating compliance reviews, and providing proactive technical assistance. This session reviews illustrative decisions over the last year, which may help you in formulating policy and practice on your own campus. 

#1.5 Equity and Access: Illuminating the Pathways for Students with Intellectual Disabilities

Moderator: Stephan Smith, AHEAD Executive Director
Lance Alexis, Middle Tennessee State University
Bea Awoniyi, Santa Fe College
Margaret Camp, Clemson University
Scott Lissner, The Ohio State University
Adam Meyer, University of Central Florida
Cheryl Muller, University of Arizona

We know from evidence-based research and practice that some students with intellectual disabilities (ID) benefit greatly from postsecondary experiences and these opportunities have expanded in the last several years. Traditional disability offices can play a vital role in facilitating an accessible campus experience for these students. This panel session will feature a conversation with disability office representatives who are proactively and collaboratively working with their respective campus intellectual disability programs in an effort to reduce disability-related barriers. Equity and access should be for all campus students with disabilities. Learn how these disability offices are making it happen for students with intellectual disabilities.

#1.6 Invitation to Dance: A documentary film by Simi Linton and Christian von Tippleskirch

Karen Pettus, University of South Carolina

INVITATION TO DANCE traces Simi Linton's first reluctant foray onto the dance floor at a party to present day when dance has become a central theme in her social life, activism, and work. Ultimately, the film is a never-before-told coming out story of disabled people staking their claim to "equality, justice, and a place on the dance floor!" Join to screen the new film as a possible programming resource on your campus. (A discussion of the film will be facilitated in the next session; participants should register for both concurrent #1.6 and #2.6.)

#1.7 Using Video-based Instruction to Change Attitudes and Knowledge about Disability

Greg Long, Northern Illinois University

“Perspectives on Disability”, is a self-paced MOOC designed to create awareness, comfort, and sensitivity toward disability. In this session, the presenter will describe how this course, which was recognized with Blackboard’s 2014 Exemplary Course Directors Choice Award, was created and delivered to be accessible, universally designed, and massive, while fostering attitude and behavior change. Its use in post-secondary settings will be emphasized.

#1.8 The Answers Aren't in the Back of the Book or in the Computer

Pamela Butler, Equal Employment Opportunity and Diversity National Security Agency

This presentation provides insight on federal employment opportunities and looks at areas that individuals need to consider and be prepared to discuss for employment opportunities. During the interactive session, tips and ideas will be given on how to best prepare students for opportunities in federal employment. Resume development, elevator speeches, interview techniques and resource information will be discussed.

#1.9 Their Turf, Terms, and Time: Reaching and supporting student veterans

Joanna Boval, University of California, San Diego
Adam Crawford, The Ohio State University

Student veterans, many with disabilities, are arriving on our campuses in increasing numbers. How do we connect this population with disability services? Attendees will learn how to work with student veterans on their terms, in their time, and on their turf, creating relationships that increase the likelihood of a successful transition from military service to university life.

#1.10 A University-wide Approach to Inclusion: A model bridging teaching, learning and accessibility

Brandy Usick, University of Manitoba
Carolyn Christie, University of Manitoba
Laurie Anne Vermette, University of Manitoba

A large research-intensive university is taking an institutional approach to disability-related accommodations. An extensive review and consultation process culminated in several recommendations about policy, academic requirements, service provision, and education. This session, led by disability services, administration, and teaching and learning staff, will provide opportunities to discuss elements of the plan and share best practices with applicability to your institution.

#1.11 Building Pathways to Careers for Students with Disabilities

Curtis Richards, Institute for Educational Leadership
William Myhill, Burton Blatt Institute, Syracuse University
Rhonda Basha, Office of Disability Employment Policy, U.S. Department of Labor
Melissa VanDyke, Pellissippi State Community College

As community college enrollment among students with disabilities grows, so does the need for new strategies to increase their success. Learn about inclusive integrated education and career development strategies that two colleges are piloting to help students acquire skills and credentials for high wage, high skill employment with support from the US Department of Labor's Office of Disability Employment Policy.

#1.12 An Introduction to PROJECT ACCESS: Effective Classroom Strategies to Improve Learning and Educating Deaf and Hard of Hearing Students

Leslie Hussey, Austin Community College
Patricia Phelps, Austin Community College
Caroline Koo, Austin Community College

This workshop guides mainstream faculty members thought an Individual Plan for Change to help them determine how to adapt their classrooms for deaf and hard of hearing students. Key topics include: “top ten” things students want teachers to know, using universal design to benefit all students, lecture strategies, and tips for effective communication. Attendees will learn about staff training resources available from DeafTEC.

#1.13 Quality is No Accident: Raising quality standards for Deaf/Hard of Hearing accommodations without raising costs

Kate Ervin, TypeWell
Becky Davidson, University of Nebraska, Kearney
Joyce Dworsky, Vital Signs, LLC

This roundtable discussion will explore the practical and philosophical challenges of promoting high standards of quality for accommodations to meet the needs of Deaf and hard of hearing students effectively, with limited budget and staff resources. Participants will conduct mock “observations” of accommodations and learn how to incorporate Quality Assurance into vendor contracts, staff development, and training. Customizable templates, forms, and checklists will be provided.

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Block 2

#2.1 Universal Design 101

Wendy Harbour, AHEAD

You’ve probably heard the term "universal design," but what does it really mean? This session will cover the basics of universal design in college-level courses, with practical ideas for both supporting faculty in designing better classes AND using UD concepts to design a better, more accessible service environment for the students you serve.

#2.2 The Power of GIS Technology: Developing an accessible campus map

Chris Lanterman, Northern Arizona University
Lauren Copeland-Glenn, Northern Arizona University

Campuses are accountable to their students, staff, faculty and visitors to assure physical and informational access. This presentation will document the inter-departmental collaboration and decision protocols involved in developing a university campus map. A carefully designed GIS database provides equitable accessibility to assistive technology and pertinent accessible routing information for end users.

#2.3 Maximize your Collaborative Efforts by Being Intentional with Your Office Brand

Adam Meyer, University of Central Florida 

All businesses have a brand that creates a perception for their customers. A disability office is no different. Based on how your office functions, the language it uses, its customer service approach and more, students, faculty and staff develop a certain awareness and opinion of your office operations. A positive perception will maximize collaborative efforts. A negative perception will create a perpetual uphill battle. This session will explore some concepts of brand awareness and strategies to maximize your office brand.

#2.4 Illuminating Pathways Towards Event Planning that Ensure Equity and Access

Emily Lucio, John Hopkins University
L. Scott Lissner, The Ohio State University
Irene Bowen, ADA One, LLC

Does your school have sports events? Conferences? Commencement exercises? Concerts? Tours? Festivals? How accessible are they? We are prepared to guide you down an illuminated pathway with tips on how to ensure your event planning is accessible to all. This program will cover physical access, communication, advertising, alternative formats, and ticketing.

#2.5 Expanding your Toolkit: using AT to decrease barriers for students with intellectual disabilities

Molly Boyle, Think College at UMass Boston

In this session, we will discuss the academic barriers that students with Intellectual Disabilities may experience and how the DS provider can approach working with students to find effective solutions. Strategies will include cross- campus program collaborations; basic understanding of different types of AT and how they may support individuals with ID; and developing follow-up procedures to ascertain whether solutions are working or need to be supplemented. This session will utilize case studies, a broad range of technologies, and best practice guidance; participants will leave with multiple tools to creatively meet the wide range of student needs. 

#2.6 Using "Invitation to Dance" in Teaching Disability Studies and Campus Awareness Programs

Katheryne Staeger-Wilson, Missouri Developmental Disabilities Council
Karen Pettus, University of South Carolina

INVITATION TO DANCE tells the story of disabled people staking their claim to "equality, justice, and a place on the dance floor!" Join us in a discussion on using this film as a tool in teaching disability studies and understanding the value of incorporating disability studies in our work as disability resource professionals. . (The film will be screened in the preceeding session; participants should register for both concurrent #1.6 and #2.6.)

#2.7 Expanding Access: The narrative intake technique for students without documentation

Stephen Loynaz, Florida International University

The latest version of the ADAA affords us a more generous definition of what acceptable documentation is. In an effort to expand and continue to provide access to our institution's educational opportunities, the Narrative Intake Technique was developed. In this demonstration attendees will learn the technique and its accompanying forms will be reviewed and practiced.

#2.8 Learning Strategies Instruction: The key to success for students with learning disabilities

Jill Sieben-Schneider, University of Colorado Boulder
Christopher Stone, University of North Carolina Wilmington

This session will provide learning strategies in reading, writing, memorization, test preparation and time management. Six characteristics of success (knowledge/acceptance of disability, learning to compensate, self-advocacy, goal setting, perseverance, and use of a support system) will be incorporated throughout the presentation. This session is for disability service professionals who work with students to implement these strategies or can provide them as a resource.

#2.9 Using Technology and Case Management to Improve Outcomes of Students with TBI

Anne Leopold, JBS International
Callista Stauffer, Kent State University
Karen Stewart, Kent State University

The presentation will highlight activities and lessons learned from Project Career, which supports the transition of veteran and civilian students with TBI from postsecondary academic settings to employment. The project uses cognitive support technology (iPad and Apps), mentoring, and individualized case management to improve students' academic outcomes, career readiness, and transition to employment settings.

#2.10 Data Driven: Using your data to secure resources and create change

Emily Shryock, The University of Texas at Austin
Kelli Bradley, The University of Texas at Austin

Explore how disability service staff can strategically collect and use data to advocate for changes within their offices and across campus. Examples from The University of Texas at Austin will be shared with attendees to provide them with the opportunity to consider how they can use their own data to pursue specific goals at their institutions.

#2.11 It Starts with Empathy: Opening the door to access

Shawna Foose, Tulane University
Patrick Randolph, Tulane University

Given the broad range of students we interact with, it can be difficult to understand an individual student's experiences and the barriers they face. Empathy can ease anxiety for both the speaker and the listener and provide DS staff with much of the information they need to make informed, reasonable decisions.

#2.12 Trending Now: Distance Learning

Shannon Aylesworth, pepnet 2

The presentation will include a description and definition of distance and online learning options, distinguishing between asynchronous, on-demand, streaming, and synchronous sessions. Research and statistics validate the increase of distance and online instructional opportunities in recent years and will demonstrate the need for disability services to consider proactive approaches to ensuring access within these challenging environments. Participants will also explore access challenges from various perspectives, including students, providers, coordinators, and instructors. The presenter will provide a brief overview of the various technologies involved in access for distant and online classes.

#2.13 One Size Does Not Fit All: Interpreting services and equitable access

Tia Ivanko, pepnet 2
Kathy Schwabeland, pepnet 2

This session will be an interactive practical discussion about meeting the communication needs of students who utilize sign language interpreters. Using the guideline of “effective communication” as outlined by the Department of Justice as a frame, the presenters will offer information, discussion, and resources to support an interactive collaboration that results in effective and equitable services.

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Block 3

#3.1 Developing Effective Student Staff: A way to do more with less

Cheryl Muller, University of Arizona

Keeping up with the nuts and bolts of coordinating accommodations, responding to phone calls and email, and handling day-to-day tasks can challenge disability resource staff no matter the size of the office. Many of us hire student workers to help but may be concerned about the type of work appropriate for students, how to recruit and train them, confidentiality, and professionalism. In this session, we will explore the many issues involved in working with student staff and consider how to develop not only effective support staff but proponents of campus-wide accessibility.

#3.2 Industry and Higher Ed: Partnering to drive accessibility in technology products used on campus

Elizabeth Delfs, Pearson, Inc.
Cheryl Pruitt, California State University
Jonathan Thurston, Pearson, Inc.
Rick Ferrie, Pearson, Inc.

Effective accessible procurement policies hold the market solution to inaccessible technology. In recognition of this, the Department of Justice routinely incorporates accessible purchasing policy clauses in settlement agreements. A policy that achieves results necessitates careful planning, assessing vendor capabilities, understanding the nontechnical legal standard for defining when an accommodation or modification is accessible, and establishing vendor relationships that yield real improvements in accessibility. We will describe how it can be accomplished.

#3.3 Strategically Managing Your Office and Planning for the Future

Emily Lucio–Johns Hopkins University

Managing a disability services program is similar to running a small business. Effectively managing issues are critical to a manager’s achievement. Developing effective policies and procedures will ensure a program’s goals and objectives are realized. Program development is accomplished through thoughtful assessment, strategic planning, developing learning outcomes, and evaluation. The goal of this session is to provide newcomers a foundation of information and best practices in managing a disability services office.

#3.4 Facilitating Access in Response to Requests for Emotional Support Animals

Amanda Krauss, University of Arizona
David Wagner, University of Arizona

Requests for assistance animals (emotional support/companion animals) in residence halls and on campus continue to increase, presenting university officials with sometimes difficult decisions that require the balancing of several different interests. This presentation will include perspectives from disability resources and legal counsel with an eye toward facilitating access while responding to the various concerns such requests can engender.

#3.5 Effective Collaborations between Disability Services and Programs for Students with Intellectual Disabilities in Indiana

Jean Updike, Indiana University
Lisa Graham, Marion Community Schools
Eric Wagenfeld, Indiana Purdue at Ft Wayne
Candace Joles, Vincennes University

The panel will explore the relationship between the disability services offices on three campuses and their programs for students with intellectual disabilities in Indiana. The session will highlight how the relationships were established, the services that are currently being utilized by the students, and the process for acquiring these services.

#3.6 The Academic Experiences of College Students with Disabilities

Jessica Sniatecki, The College at Brockport, SUNY

This session will focus on findings obtained in a qualitative interview study which examined the academic experiences of college students with disabilities. The session will provide attendees with heightened knowledge regarding the specific academic experiences and challenges that students with disabilities may encounter in college and how these barriers may impact their college experience, career-related decisions, and career development.

#3.7 Win-Win: Partnering with Faculty to Promote Research and Data-Based Practices

Sally Scott, AHEAD
David Parker, Children’s Resource Group (CRG)
Larry Markle, Ball State University
Roger Wessel, Ball State University
Wade Edwards, Longwood University

Are you curious about using data from your office in new ways or participating in a research project related to students with disabilities on your campus? Come join this panel of disability resource professionals and faculty talking about successful partnerships that promote research and data- based practices. Learn more about opportunities to publish your work in AHEAD’s Journal of Postsecondary Education and Disability (JPED).

#3.8 Creating a Student-Run Disability Identity Collective

Kate Gallagher, Macalester College

As a disabled college student I found it disempowering that there were no groups on campus in which disabled students could congregate around shared identity like many others could. This presentation will give the history and structure of identity collectives, the formation of the Disability, Chronic Pain, and Chronic Illness Collective, and the student testimonies about the benefits of the group.

#3.9 Blue Pathways: An adaptable group program for students on the Autism Spectrum

Stephen Loynaz, Florida International University
Mercedes Bryant, Florida International University

Nationwide there is an increase of students on the Autism Spectrum attending colleges and universities. As a result, the need for effective programming to assist this unique population of students is in demand. During this session, we will discuss Florida International University’s "Blue Panthers Group," a free, effective life and coping skills group for students on the Autism Spectrum.

#3.10 Innovative Multimedia Design for Curriculum Accessibility

Beth Jamison, Grand Canyon University
Dave Basham, Grand Canyon University

Join us as we share innovative methods for adapting Universal Design Resource (UDR) into curricular multimedia to ensure access for all, and learn how understanding and applying UDR concepts can be good business for educators. We will share example projects using assistive technology tools and explore a model for how UDR principles can be incorporated throughout the curriculum development process.

#3.11 Silo-Breaking: Collaborating campus-wide to move from disability "support" to universal design

Elisa Laird-Metke, Samuel Merritt University
Craig Elliott II, Samuel Merritt University

The office serving students with disabilities remains largely walled-off from other campus departments, perpetuating campus barriers. This dynamic workshop will use a Community Organizing framework to address how to create the structural conditions to enable campus offices to break down silos, consider issues of access for students with disabilities in decision-making, and centralize the role of disability support in student learning.

#3.12 Make it Memorable: Fostering an equivalent experience for Deaf individuals on your college campus

Diana Kautzky, Deaf Services Unlimited

The college experience is more than what happens within the walls of a classroom. Simply providing interpreters and captionists in the classroom is not an equivalent college experience for Deaf students. Learn strategies for fostering a Deaf-friendly environment where Deaf students, faculty, and visitors can become an active member of your campus’ community.

#3.13 Development of an Online Suite of VR, Substance Abuse, and Mental Health Assessments to Enhance Employment of Individuals who are Deaf

Deb Guthmann, Wright State University

Creating accessible online assessments for students and youth who are deaf or hard of hearing involves more than just adding an interpreter to a video. Join us for this presentation that uses a 5-year NIDILRR project to demonstrate how assessments in American Sign Language related to career exploration, mental health, and substance abuse have been developed, normed, and validated.

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Block 4

#4.1 What Is a Reasonable Accommodation - And by Whose Definition?

Jane Jarrow, Disability Access Information and Support
Scott Lissner, The Ohio State University

Under 504/ADA, we are obligated to provide reasonable accommodations for qualified students with disabilities who need those accommodations in order to have full access. What constitutes reasonable? Reasonable for whom (student or institution)? This session will explore both the legal underpinnings and practical application of this critical element of our practice.

#4.2 Online Accessibility: Best practices from those who have been there, done that

Kelly Hermann, SUNY Empire State College

Online courses have certainly been in the middle of the growth strategy on many college campuses in the past few years, especially with the advances in educational technology. This panel of disability service providers are veterans in online learning and here to share their experiences and advice with their colleagues who are looking to improve their approach to online accessibility.

#4.3 Data Gathering, Research, and Reporting: Advancing the mission of disability resources

Tom Thompson, California State University-Fullerton

Administrators in higher education have to learn to "speak the language" of upper level administrators, including providing “metrics and outcomes data.” This session will focus on proven tips for advancing your work through gathering data on students and services, working collaboratively with institutional research, and learning how to package and present your findings using update emails, short reports, fact sheets, and data gathered from departmental evaluations.

#4.4 The Line in the Sand: An Introduction to Identifying Essential Academic Requirements

Barbara Roberts, Michigan State University
Brandy Usick, University of Manitoba
Carolyn Christie, University of Manitoba

Structured approaches to identifying essential academic requirements are not yet wide-spread practice in North America. This challenges disability services staff and faculty who must balance accommodation legislation and student need without creating fundamental alterations to program requirements. Led by disability service staff, educators, and administrators, this hands-on workshop teaches how to design, develop, and articulate inclusive, program-specific, essential academic requirements.

#4.5 Psychiatric Disabilities: Evaluation of self-harm and direct threat for postsecondary institutions

Diego Demaya, Southwest ADA Center

The 1990 ADA has not prevented discrimination against college students grappling with family, social and academic pressures that have caused a mental crisis such as severe anxiety or depression and attempted suicide. The 2008 ADA Amendments Act has forced OCR to shift its investigations to reject disciplinary action against students who threaten self-harm or harm to others. Campus administrators and police departments must now focus on support and accommodation of students undergoing a mental crisis to avoid liability and foster an inclusive educational environment. Diego will provide an update on Federal enforcement efforts and review best practices toward establishing a legally sustainable policy of inclusion while assuring the safety of students and faculty. He will also discuss strategies to meet state "clear and present danger" reporting obligations while assuring the privacy and well-being of students facing an emotional or psychiatric crisis.

#4.6 Exploring the Intersection of Autism and Mental Health

Jane Thierfeld-Brown, Yale University
Michelle Rigler, University of Tennessee Chattanooga
Amy Rutherford, University of Tennessee Chattanooga
Lisa Meeks, University of California, San Francisco

Students with Autism continue to be an increasing population on college campuses. Students who also have mental health diagnoses are struggling, and our campuses are unsure of how to appropriately meet their complex needs. This session will address mental health services for student with Autism: how these services are different (and how are they the same) and where the campus delivery points are.

#4.7 Passport to Possibilities: Students with disabilities tell their international exchange stories through film

Ashley Holben, Mobility International USA
Teri Adams, Stanford University
Reid Davenport, Stanford University

After returning home from experiences abroad, students with disabilities are harnessing the story-telling power of video and film to show that international exchange is for everyone. In this session, we will screen several short videos documenting the stories and impact of students with diverse disabilities who have studied or volunteered internationally. Discussion on how disability professionals can become champions for access to international opportunities will follow.

#4.8 Fostering Student Self-Determination and Enhancing Learning through Coaching

Christina Fabrey, Green Mountain College
Jodi Sleeper-Triplett, JST Coaching, LLC

Often students with disabilities are not provided opportunities to master self-determination skills, yet college requires them to be autonomous and flexible. Through coaching, service providers can encourage students to engage and reflect on their own academic performance. In this session, we will review the concepts of coaching and how to effectively use coaching skills to enhance self-determination and foster efficient, resilient learners.

#4.9 Partnering for Preparedness: Designing Inclusive emergency preparedness training for persons with disabilities

Valerie Haven, University of Massachusetts
Ann-Marie McLaughlin, University of Massachusetts

Campus emergency training and exercises are important components of emergency preparedness. In this presentation, we will describe the development and delivery of the first inclusive University of Massachusetts, Boston active shooter training, discuss the responses of the participants with disabilities, and showcase resources for designing an inclusive training exercise

#4.10 Making Lemonade: DOJ inquiry sparks campus-wide universal design culture shift at CU-Boulder

Alaina Beaver, CU-Boulder
Sandra Sawaya, CU-Boulder

We will trace CU-Boulder's journey from its involvement in a U.S. Department of Justice investigation to emerging as a national example of an accessible research-one campus. Through examples of our three-pronged approach (support, education and outreach) for shifting our campus culture toward universal, design we hope to inspire both conversation and action at other institutions.

#4.11 Words of Experience: Establishing an electronic and information technology (EIT) accessibility policy

Emily Lucio, Johns Hopkins University
Jason Schnell, Johns Hopkins University 
Brian Klaas, Johns Hopkins University

You recognize a need for an EIT policy, but now what? Some of questions you might face if you're looking to develop and implement a new policy on your campus include: Where do I start? Whose support do I need? How do I get it? This session will inform you on how Johns Hopkins University approached these questions.

#4.12 Post Production Captioning - One University’s Model for Success

Kate Skarda Lewandowski, University of Wisconsin- Madison 

The University of Wisconsin-Madison successfully provides post-production captioning. Please join us for our presentation as we break down our approach for increasing post-production capacity and how a strong partnership with faculty can help you succeed. Topics for discussion include: 1. Expectations about roles, responsibilities, and funding. 2. Determining post-production captioning workflow. 3. Creating a customized captioning plan with faculty.

#4.13 The Changing Legal Landscape: Testing Accommodations for Deaf and Hard of Hearing Students

Ruth C. Loew, Educational Testing Services
Mary Morrison, pepnet 2

Recent changes in the legal context for testing agencies’ accommodations decisions, including increased emphasis on accommodations history, underscore the importance of collaboration between testing agencies and disability services. Presenters, representing a testing agency and a university, will discuss individual accommodations requests from deaf or hard of hearing students that illustrate how collaboration can assist students in obtaining appropriate testing accommodations.

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Block 5

#5.1 Making Data Meaningful

Linda Sullivan, Harvard University

Quantitative, qualitative, surveys, utilization, projections… we are a field that is full of data and its application. In this session we will explore the many uses of data in a disability resource office including how to get started, where to collect it, and how to use it in your daily work. A Ph.D. is not required to create data-driven practices!

#5.2 New Universal Design Approaches and Technologies for Web Accessibility

Marc Zablatsky, Ai Squared
David Young, Ai Squared

The goal of this session is to arm educational institutions with practical steps they can take to implement more universal design strategies and technologies. Though this is intended as a general discussion on universal and inclusive design, we will draw primarily from examples related to web accessibility. This session will be delivered in a lecture / presentation style, with multiple opportunities for group participation.

#5.3 Developing a Team that Works: Applying the situational leadership model in a disability services office

Grace Moskola, Rollins College

A leader’s role in staff development is crucial to the overall success of a disability services office; however, with varying levels of experience, competence, and commitment of individuals, forming a cohesive team can sometimes feel like trying to herd cats. The Hersey-Blanchard model of Situational Leadership will be used to guide the discussion on how leaders can transform the varying levels of maturity and motivation of staff members into functional working relationships and a productive office team.

#5.4 Working with Parents of Students with Disabilities: Building bridges instead of fences

Paul Harwell, Texas A&M University
Kristie Orr, Texas A&M University

Parents are often negatively labeled "helicopter parents" for being too involved in their children's college experience. This confuses them since parental involvement is encouraged through the K-12 system as a best practice. Partnering with parents can provide valuable information to the skilled disability service provider. In this presentation, we will explore how to engage parents as partners while students transition to independence.

#5.5 Determining Clinical Accommodations in Health Science Programs: Upholding standards while creating equal access

Lisa Meeks, University of California, San Francisco
Elisa Laird-Metke, Samuel Merritt University

In this session, we will explore the interactive process when determining reasonable accommodations in the clinical environment. Disability service providers will leave the session with a greater understanding of the process for determining and implementing clinical accommodations and how to identify when a potential accommodation compromises patient safety or challenges technical standards. Participants will work through complex accommodation requests to solidify the concepts presented.

#5.6 An Overview of Current Processes for Addressing Accessibility in Classrooms

Don Merritt, University of Central Florida
Pam Rea, University of Central Florida

Through collaboration across units, the University of Central Florida has begun addressing accessibility in classrooms more thoroughly than in the past. In this session, we will present what is being addressed, how and by whom, and the challenges still present in physical spaces.

#5.7 Generating Stigma: Hitchcock films and psychological disability

Mark O’Hara, Miami University​

Through analyzing five films featuring characters with mental/psychological disabilities, this presentation studies the construction of mental illness as a label and category and how aspects of the media shape societal perception of persons marked with these labels. The films used to assist in exploring cultural attitudes toward mental illness in American movies are directed by Alfred Hitchcock: Vertigo, Marnie, Spellbound, The Birds, and Strangers on a Train.

#5.8 Collaborating with Career Services

Tracey Forman, Texas A&M University

Disability Services and Career Centers are seeing an increase in the number of contacts by potential employers looking for ways to target their recruitment efforts towards students with disabilities. Join us for a summary of what is driving this trend and a review of examples, programs, initiatives, strategies that can be coordinated with Career Services to help improve career opportunities for student with disabilities.

#5.9 A Model for Change: Building partnerships to develop math accessibility

Candida Darling, Salt Lake Community College
Paula Michniewicz, Salt Lake Community College 
Shawna Haider, Salt Lake Community College

Driving college-wide change for accessibility is a huge task. At Salt Lake Community College, the Disability Resource Center, Mathematics Department, and Center for eLearning worked together to develop the math department’s accessibility guidelines using the principles of universal design for learning. Our collaborative approach has helped change attitudes towards accessibility among faculty in the mathematics department and provided a model for additional work across the college, for both online and face-to-face classes. Topics include: strategies for driving college-wide change, faculty and instructional design perspectives, and impact on faculty attitudes.

#5.10 Utilizing Technology and Strategies to Promote Success for Student with Disabilities

Kara Zirkle, George Mason University

We will look at some of the common uses of technology in postsecondary environments and find new and intriguing ways to remove barriers to access through universal design. We’ll focus on the built-in accessibility features of MAC and PC platforms, Microsoft Office, Adobe Reader, and browsers. This session will give attendees a chance to seek out additional information and applications for mobile devices

#5.11 From Soldier to Student: Working with wounded warriors, particularly those with PTSD and TBI

Lauren Sebel, Austin Community College

This workshop will focus on what student veterans face as they transition from soldier to student. Presentation includes information on common disabilities veterans face, with a focus on PTSD and TBI, typical classroom effects and accommodations, advising strategies, and improvements campuses can make to better serve this population of wounded warriors.

#5.12 Strategies for preparing Deaf Students and Interpreters for Study Abroad Opportunities

Barbara Borich, University of Arizona
Jana Swenson, Freelance Interpreter

This presentation will give disability resource staff strategies for preparing deaf student and interpreters for study abroad and other distant interpreting assignments. For example, how do the students and the interpreter(s) balance near constant curricular and social communication needs with the need for rest and down time? Presenters will highlight their own international experiences, share resources and strategies, and facilitate a discussion regarding lengthy off-campus interpreting assignments.

#5.13 Building Self-Advocacy Skills during Transition – Tools for Your Toolbox!

Jim Brune, Western Regional Interpreter Education Center, Western Oregon University
Heather Holmes, pepnet 2

Self-determination and self-advocacy are essential for a successful transition for students with disabilities. These skills require explicit instruction and opportunity to practice hands-on application. Many students have no experience in advocating for their needs and would benefit from tools designed to encourage skill development. Join us to learn about accessible tools to use with students who need additional support.

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Block 6

#6.1 Illuminating the Options: Data management tools for improving service delivery and office operations

Heidi Scher, University of Arkansas 
Jamie Axelrod, Northern Arizona University 
Reed Claiborne, University of Arkansas at Little Rock

Are you staggering under all the paperwork related to the accommodations process and searching for a better way? Our panel will include disability resource professionals from several universities who grappled with these same issues. Each of our offices has adopted the use of a different database specifically designed for DR/S offices, including Accessible Information Management (AIM), ClockWork, and an internally developed system. We will discuss our processes for determining which system provided the best fit for our offices and our implementation processes, along with pros and cons of systems we selected.

#6.2 Post-Production Captioning: Tools of the Trade!

T.J. DiGrazia, PostCAP, LLC

The goal of my session is to educate service coordinators on available captioning tools ranging from free “Do It Yourself” (DIY) methods to professional software options. I will provide an opportunity for service coordinators to experience a captioning tool “live.” Each participant will have the option to create a one-minute captioned video using DIY software. We’ll evaluate the results of our findings during the last portion of the session.

#6.3 Identifying and Changing Habits as a Key to Individual and Organizational Change

Elizabeth Harrison-University of Dayton

Routines or habits rule our daily work—faculty habits in teaching, students’ habits in studying, DS center habits in conducting business, relating to students, and thinking about disability. This session will explore current thinking about how to change habits and the accompanying need to acknowledge grief or regret as we change both individually and organizationally.

#6.4 The Legal Year in Review

Jo Anne Simon, Attorney
Paul Grossman, Hastings College of the Law; Retired Chief Regional Attorney, OCR, San Francisco

Every year is active in the Federal and state courts. Our esteemed and knowledgeable colleagues will analyze key illustrative cases and decisions in 2015 that have potential impact on college students and campus policies, practices, and environments.

#6.5 Creating Inclusive Classrooms and Campuses with Microsoft Technologies

Clint Covington, Microsoft Engineering Team
Robin Lowell, Microsoft Innovative Educator Expert

Every day, on campuses around the world, students and teachers use Office applications such as OneNote or Skype and Windows devices such as Surface Pro 3 to collaborate, communicate, create, and consume content. This session, led by Principal Program Manager, Clint Covington from the Microsoft Office engineering team, will involve a presentation on what Microsoft is doing to ensure our experiences in education are being built in line with inclusive design principles. It will also involve a presentation by Robin Lowell, a member of the Microsoft Innovative Educator Expert program and a former teacher of visually impaired at Washington State School for the Blind. She will lead a discussion on things teachers and students can do when using technology on campuses to ensure that group meetings, class presentations, and class assignments are inclusive, building upon the content she presented in accessibility training for educators.

#6.6 Beyond Accommodations: Creating proactive inclusion in high-impact courses

Abigail Katz, UC Santa Cruz

This session presents the development, implementation, long-term goals, and reflections of the Inclusive Core Pilot Program (ICPP), a campus collaboration between the disability service office and the residential colleges at UC Santa Cruz to achieve greater inclusion for students with disabilities in first-year composition courses. ICPP offers a model, tailorable to various institutional circumstances, that utilizes strategic, data-driven initiatives to support success.

#6.7 The Changing Face of Bias: Exploring disability bias and microaggressions

Amanda Kraus, University of Arizona

We may think it easy to identify bias, but emerging research suggests that contemporary bias manifests more subtly, or "positively" through altruistic or preferential treatment. As disability services professionals, it is important that we have an awareness and sensitivity to disability bias. The presenter will discuss emerging research on bias and microaggressions and relate it to practice in disability services.

#6.8 In Pursuit of Equity on Behalf of Blind Students: A multimodal toolkit for use on your campus

Jewls Harris, Portland State University
Jen Dugger, Portland State University

We know that "levelling the playing field" actually requires much more than accommodations alone but - especially as it relates to the educational access of blind students - we are not always sure what more we can do. Portland State University (OR) has developed a social justice approach to providing accessible and inclusive education for those who are blind. Join us for an overview of our program and gain the tools you need to go beyond compliance back on your campus!

#6.9 Is This Person Ready to Be a College Student?

Jane Thierfeld Brown, Yale University
Laurie Ackles, Rochester Institute of Technology

Every day in disability services we see students who are underprepared, unmotivated, and not ready for the rigors of academic life. How do we assist them to develop the maturity and skills that college requires? In this session, we will discuss strategies and programs and share best practices.

#6.10 Best Practices for Graduate Students with Disabilities: Lessons from a grad-specific outreach program

Rick Gubash, University of California Santa Cruz
Felicia Peck, University of California Santa Cruz

Graduate students with disabilities (GSWD) face different barriers than undergraduates. DS offices generally need more awareness of the types of barriers they encounter, and outreach to GSWDs should be specialized and differentiated from outreach to undergraduates. This session will share best practices for DS staff serving GSWDs, based on our experience with a year-long graduate student outreach and support program at UCSC.

#6.11 Understanding Social Experiences of College Students with Disabilities in an Ableism Awareness Group

Christa Bialka, Villanova University
Danielle Morro, Villanova University

This presentation describes qualitative research on the social experiences of five college students with physical disabilities who participate in LEVEL. LEVEL is a student-led ableism awareness group that addresses the academic and social needs of college students with disabilities. Attendees will gain insight into an innovative collegiate program aimed at enhancing the post-secondary experiences of students with disabilities.

#6.12 Surfing the Wave: Dealing with the Growing Demand for Captioning in Education

Karen Graham, CaptionAccess, LLC
Bill Graham, CaptionAccess, LLC
Kathy Cortopassi, Voice to Print Captioning
Elizabeth Fleig, CationAccess
Cindy Camp, pepnet 2

More and more deaf and hard-of-hearing students are requesting text-based communication (captioning) for access. It can be puzzling for disability services coordinators to know exactly what captioning entails and how to obtain it. In this presentation we will discuss the range of services that fall under the term “captioning” and how to choose which services are right for your students.

#6.13 Deaf and Hard of Hearing Individuals in the Healthcare Fields

Amber Kimball, Wake Forest Baptist Health
Shehzaad Zaman, Physician 
Chad Ruffin, Indiana University 
Marcie Johnson, Portland, Oregon 
Sarah Hein, University of Detroit, Mercy

The number of deaf and hard of hearing professionals in healthcare is growing quickly. Despite this growth, there are still barriers that those with disabilities face when it comes to choosing healthcare as a profession. This presentation/panel will include various healthcare professionals who are deaf or have hearing loss. This panel will help provide information regarding success in healthcare for interpreters, teachers, and those who are interested in the healthcare profession and address different accommodations utilized by current deaf and hard of hearing healthcare professionals ranging from interpreters to amplified stethoscopes.

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Block 7

#7.1 Beyond Compliance: Moving from "What do we have to do?" to "What CAN we do?”

Amanda Kraus, University of Arizona
David Wagner, University of Arizona

The relationship between disability services and legal counsel is critical to shifting the campus narrative on disability from one of mere compliance to equity and inclusion. Led jointly by disability service staff and legal counsel from the University of Arizona, this session will engage participants in discussion to identify opportunities to work collaboratively with their university counsel and identify strategies to ensure campus access proactively.

#7.2 Streamlining Processes in Demand-Driven Alternative Text Services

Kimboo York, Florida State University

Alternative text services require large amounts of time and effort to meet growing demand. This presentation provides a look under the hood of a large-scale alt-text unit to show how a process management approach reduces time, effort, and expenditure. Topics include: procedures, tracking requests, training staff/volunteers, reducing turnaround time, and best tools (equipment, software, and services).

#7.3 A Million Lumens: What high trust and credibility can do

Barb Hammer-University of Missouri
Linda Nissenbaum-St. Louis Community College Meramec

You know how important it is to be respected and valued. Even more, you know how important it is to be in a position to influence policy, program development, and system changes. How do you get there? By building a high level of trust and credibility! This interactive session will focus on what you can do to cultivate those essential qualities in yourself and your office.

#7.4 We're from the Government. How can we help you?

Dan Altschul, Senior Civil Rights Attorney, U.S. Department of Education, Office for Civil Rights, Chicago Office
Irene Bowen, ADA One, LLC
Roberta Kirkendall, U.S. Department of Justice 
Marcie Roth, U.S. Department of Homeland Security/FEMA 
Jeanine Worden, U.S. Department of Housing and Urban Development

The past year has brought significant developments on the federal front, and we’ve invited representatives of federal agencies to brief us and let us know what might be next. For an update, join officials from the Departments of Justice, Education, and Housing and Urban Development, and the Federal Emergency Management Agency. Bring questions about testing accommodations, web accessibility, allergies, animals, emergency evacuation, housing accommodations, physical access, and a variety of other issues.

#7.5 Establishing a Campus-Wide Approach for Addressing Food Allergies and Celiac Disease in Higher Education

Kristie Orr, Texas A&M
Linda Temple, Food Allergy Research & Education

More students are arriving on college campuses with food allergies and sensitivities than ever before. While schools recognize that they need to meet the needs of those students, they often don't know how. We will discuss recently adopted guidance for best practices for working with college students with dietary needs.

#7.6 How to Engage Faculty to Increase Campus Access and Inclusion: Results from a multi-campus study

Scott Kupferman, University of Colorado
Jill Meyer, Auburn University 
Kathleen Oertle, Utah State University 
Anthony Plotner, University of South Carolina

The four presenters, who are faculty members, will share the results of a multi-campus study that identified and examined the variables of faculty engagement that improve access and inclusion for students with disabilities. Results will be framed as actionable steps disability service staff can take to increase faculty engagement.

#7.7 Creating a Community Network to Illuminate Innovative Sources of Disability Services Support

Kenneth Marquard, Jose Maria Vargas University

As disability service personnel, we reach out to professional organizations like AHEAD, recognizing that the effectiveness of our work depends upon engaging the field and its expertise. However, turning to our own communities may also illuminate a vast network of resources and resourceful people that support our mission. This presentation will examine how one community network has become an enormous force for student success.

#7.8 Examining the Educational Benefits of and Attitudes Toward Closed Captioning Among

Bryan Dallas, Northern Illinois University
Greg Long, Northern Illinois University

This study examined the educational benefits of closed-captioning technology to undergraduate students without disabilities. Participants viewed an educational video on global warming. Results revealed that those who were exposed to closed-captioning during video viewing scored higher on a subsequent content-based assessment. More research is needed to determine if closed-captioning is educationally beneficial for a broader population of students.

#7.9 A Campus-wide Committee on Disability and Access: Accomplishments and Lessons Learned

Jessica Sniatecki, The College at Brockport, SUNY

Presenters will discuss the new campus-wide Committee on Disability and Access at the College at Brockport, SUNY. The committee's mission was: 1) to ensure accessibility (physical & emotional) for all students, 2) to increase awareness related to the needs of individuals with disabilities on campus, and 3) to develop coursework for students to study disability.

#7.10 Math Redesigns, Learning Strategies, Accommodations, and Substitutions for LD/TBI/ ADHD/ PTSD Students

Paul Nolting, Hillsborough Community College

The national math redesign movement is affecting math success for students with disabilities. Participants will learn math course advisement strategies, effective math study skills, how processing deficits affect math leaning, appropriate recommendations for classroom accommodations, testing accommodations and course substitutions. An additional focus is staffing failing students and developing individual math success plans for students with disabilities and wounded warriors.

#7.11 Lighting the Way: A proactive approach to address accessible electronic information

Gavin Steiger, University of Houston- Clear Lake
Barbara Ellis, University of Houston- Clear Lake

In this session, we will examine how the University of Houston-Clear Lake is creating a systematic approach to address and provide accessible electronic information and resources. We will examine the creation of an accessibility policy and implementation plan, new positions and funding to support the goal, and methods to ensure accessibility in both newly developed/acquired and existing electronic materials.

#7.12 Resources for Teachers, Students, Parents, Counselors, and Employers for Improving Access to STEM Education and Employment for Deaf and Hard-of-Hearing Students

Donna Lange, National Technical Institute for the Deaf at Rochester Institute of Technology
Myra Pelz, National Technical Institute for the Deaf at Rochester Institute of Technology 
Denise Kavin, National Technical Institute for the Deaf at Rochester Institute of Technology

DeafTEC at RIT/NTID, an NSF National Center of Excellence, provides teachers with resources on best instructional practices; students, counselors, and parents with information on STEM careers, and employers with training on how to successfully integrate Deaf and hard of hearing graduates into the workforce. This presentation will update participants on new DeafTEC resources and initiatives, and describe our high school, community college, and industry partnerships.

#7.13 Assistive Listening Devices – Why, When and Which Ones?

Becky Morris, Consultant

This session is designed to offer a basic foundation in understanding how hearing loss affects communication in postsecondary settings. Even though new hearing aids and cochlear implants have emerged, assistive listening devices (ALDs) are often needed to facilitate effective communication. How these devices can fit into a plan of accommodation will be included.

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Block 8

#8.1 Empower Yourself so You Can Empower Students

Lance Alexis, Middle Tennessee State University
Ann Knettler-Smith, Drexel University

Disability services professionals can gain a sense of empowerment through applying tenets of the profession, i.e., social model, independent living, and environmental access. These concepts will be outlined with a focus on disability services providers becoming well-rounded educators, community builders, disability rights advocates, and higher education professionals. This understanding and application creates a climate that encourages student independence and associated self-empowerment.

#8.2 Accessible Online Education in the Largest Post-Secondary System in the World

Jayme Johnson, CCC OEI - FHDA CCD

The Online Education Initiative is an ambitious effort to increase the success of students in online education, especially traditionally under-represented students such as those with disabilities. Accessibility of online information and technology is receiving unprecedented support and commitment as the issue affects more colleges every day. This is an overview of the initiative and lessons learned so far for making online education accessible.

#8.3 Seven Keys for Successfully Supervising Employees

Karen Pettus, University of South Carolina

Why do some employees shine while others seem to fizzle out? Successful supervisors establish an environment where people are enabled to perform to the best of their abilities and encourage the individual growth and development of all employees. Using case studies, this presentation provides seven strategies for improving communication, setting clear expectations, and creating an effective team environment.

#8.4 Understanding Accessible Video and PDF for Your Customer-Facing Website 

Gian Wild, Accessibility Oz

Of all the various web accessibility issues, videos and PDFs must be some of the hardest, costliest, and most time-consuming to make accessible. The presenter will discuss the accessibility problems inherent in these formats and provide systematic steps to make them accessible to all.

#8.5 Campus "Word Maps" Orientation Information for Blind/Visually Impaired: A Non-Technical Application

Margaret Camp, Clemson University
April Beckwith, Clemson University
Kyle C. Brennan, Clemson University
Sydney E. Paul, Clemson University

As campuses grow and develop outward and upward, accessibility and ease of navigation become important concerns for all students and can present significant barriers to independence for students with disabilities. Students with visual impairments can be particularly challenged when attempting to navigate large campuses. Students in an advanced Computer Science iOS-app development course at Clemson University developed a customizable app to support campus navigation with heightened independence and self-confidence. Using affordable, wireless Bluetooth Estimote beacons paired with verbal recordings, the app provides micro location information and contextual awareness cues without the need for GPS involvement. We will discuss the project’s goals, development, and outcomes and generalizability to other campuses and many types of access barriers.

#8.6 Practical Ways to Handle Next Generation Accommodation Requests: From documentation to fundamental alteration

L. Scott Lissner, The Ohio State University
Laura Rothstein, University of Louisville

The courts, advocates, and others have been active in addressing a range of evolving next generation issues for colleges and students with disabilities. Two experts with extensive experience share their approaches to proactive ways to respond to current campus issues in light of what the courts, enforcement agencies, and advocates are likely to do.

#8.7 New Changes at Educational Testing Services: From the Department of Justice technical assistance to online registration

Nora Pollard, Educational Testing Service
Loring Brinckerhoff, Educational Testing Service
Morgan Murray, Educational Testing Service

On the heels of the technical assistance document from the Department of Justice, Educational Testing Services (ETS) has made numerous changes to its accommodation review and the application processes. ETS representatives will provide an overview of how they have “softened” their approach and made some technological changes to allow test-takers with disabilities the opportunity to apply and register for tests online.

#8.8 The Way We Learn: Student athletes and coaches, learning disabilities, and utilizing resources

Kim Doran, The Ohio State University
Kaitlyn McCandless, The Ohio State University
Jennifer Mitchell, Florida State University
Shaneka Mungin, Florida State University

Creating a successful academic experience for student athletes with disabilities requires collaboration between the disability service office, the athletic department’s support services, student athletes themselves, and their coaches. Join presenters from two different schools to explore best practices for supporting student athletes in developing the skills to successfully navigate college and educating coaches in strategies for working with athletes who experience learning disabilities and ADHD.

#8.9 An Interdisciplinary Approach to Providing Support Services for Students with Autism: Collaborating for success

Nicole Birri, University of Cincinnati
Christina Carnahan, University of Cincinnati
Matthew Sauer, University of Cincinnati
Kourtney Bakalyar, Western Michigan University
Jayne Fraley, Western Michigan University

This session will cover the collaborative process between disability service offices, a school of education, and various on-campus academic support programs to provide comprehensive services to students with Autism (ASD). Presenters will review the process of program development and the integration of partnering academic support programs. There will be a focus around barriers, recruitment and retention strategies.

#8.10 Strategic Planning for Newer One-Person Disability Service Professionals: Getting past the accommodation letter wave

Nicolas Faranda, Mount Ida College

Working in a one-person disability service office presents a number of administrative challenges, especially when it has been turned into a stand-alone office recently. The presenter will share first-hand experiences of utilizing strategic planning to ensure compliance, advance policy and procedures, and build relationships with key administrative stakeholders and faculty to advance the goal of a zero-barrier college environment.

#8.11 Learning to Accommodate Deaf Students with Multiple Disabilities

Patricia Tesar, Gallaudet University
Jeffrey Shaumeyer, Gallaudet University

Gallaudet University is a bilingual institution that teaches in American Sign Language and English; Deaf students are accommodated by default. Learning to provide Section 504 and ADA accommodations to our deaf students with multiple disabilities has profited from our continuing study of students served by our disability service office in the past decade, which helps us uncover what will most benefit our students.

#8.12 I’m Right Here! Illuminating the Importance of our Job as Deaf/Hard of Hearing Coordinators

Lauren MB Kinast, University of Texas
Cassie Franklin, University of Wisconsin, Milwaukee

The job of postsecondary Deaf/ Hard of Hearing Coordinators is often labeled “unique” within the context of the disability services office. While disability service offices strive for inclusiveness on many levels, coordinators often find themselves isolated, either on their own campuses or within the postsecondary community. Let’s gather and find ways to illuminate others on what we do!

#8.13 Deafness 101

Denise Kavin, National Technical Institute for the Deaf at Rochester Institute of Technology
Kerri Holfterty, Whatcom Community College

This presentation is designed for professionals who are new to working with students who are deaf or hard of hearing. Topics such as transition issues, the Deaf community and Deaf culture, diversity of communication preferences, and strategies for providing appropriate accommodations in postsecondary settings will be addressed.

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